Education

‫الم‬ ‫القدس‬ ‫جامعة‬ ‫ف‬ ‫توحة‬ . ‫التعليمية‬ ‫نابلس‬ ‫منطقة‬ . ‫نابلس‬ . ‫فلسطين‬ . ‫الكتروني‬ ‫بريد‬ : [email protected] ‫تاريخ‬ ‫التسليم‬ ) : ٢ / ٤ / ٢٠٠٧ .( ‫القبول‬ ‫تاريخ‬ ) : ٢٧ / ٢ / ٢٠٠٨ ( ‫ملخص‬ ‫ت‬ ‫تناول‬ ‫الدراسة‬ ‫ھذه‬ ‫في‬ ‫الخضراء‬ ‫جامع‬ ‫وأوضاع‬ ‫تاريخ‬ ‫ة‬ ‫القديم‬ ‫ابلس‬ ‫ن‬ ‫مدينة‬ ، ‫ذي‬ ‫وال‬ ‫ود‬ ‫يع‬ ‫تعميره‬ ‫المملوكية‬ ‫الفترة‬ ‫إلى‬ . ‫اور‬ ‫مح‬ ‫من‬ ‫ض‬ ‫ة‬ ‫الدراس‬ ‫ھذه‬ ‫في‬ ‫الحديث‬ ‫تم‬ ‫وقد‬ ‫ة‬ ‫ثالث‬ ، ‫ع‬ ‫موق‬ ‫األول‬ ‫امع‬ ‫الج‬ ، ‫اء‬ ‫البن‬ ‫اريخ‬ ‫وت‬ ، ‫ه‬ ‫ل‬ ‫ة‬ ‫المعماري‬ ‫ام‬ ‫واألقس‬ ، ‫امع‬ ‫الج‬ ‫اف‬ ‫أوق‬ ‫ة‬ ‫مناقش‬ ‫اني‬ ‫والث‬ ، ‫ذا‬ ‫ھ‬ ‫ام‬ ‫وأقس‬ ‫الوقف‬ ، ‫وإدارته‬ ، ‫ومصروفاته‬ ‫وموارده‬ ، ‫ة‬ ‫الوقفي‬ ‫يه‬ ‫وأراض‬ ‫امع‬ ‫الج‬ ‫ذا‬ ‫ھ‬ ‫على‬ ‫التعديات‬ ‫والثالث‬ ، ‫و‬ ‫ھي‬ ‫نوعان‬ : ‫تعديات‬ ‫جيش‬ ‫اإلسرائيلي‬ ‫االحتالل‬ ‫وغيرھا‬ ، ‫وتعديات‬ ‫ة‬ ‫مدين‬ ‫ن‬ ‫م‬ ‫المواطنين‬ ‫بعض‬ ‫ة‬ ‫الوقفي‬ ‫يه‬ ‫أراض‬ ‫ن‬ ‫م‬ ‫كبير‬ ‫قسم‬ ‫على‬ ‫سيطروا‬ ‫الذين‬ ‫نابلس‬ . ‫ارات‬ ‫الزي‬ ‫ى‬ ‫عل‬ ‫ة‬ ‫الدراس‬ ‫دت‬ ‫اعتم‬ ‫د‬ ‫وق‬ ‫ين‬ ‫المعني‬ ‫ع‬ ‫م‬ ‫ية‬ ‫الشخص‬ ‫ابالت‬ ‫والمق‬ ‫ع‬ ‫للموق‬ ‫ة‬ ‫الميداني‬ ، ‫اكم‬ ‫المح‬ ‫جالت‬ ‫وس‬ ‫اف‬ ‫األوق‬ ‫ات‬ ‫وملف‬ ‫الشرعية‬ ، ‫الجامع‬ ‫عن‬ ‫المسلمون‬ ‫الرحالة‬ ‫ّنه‬ ‫دو‬ ‫وما‬ .

This is a study and translation from the English language of a journey entitled " The Roads from Jerusalem " done by Isaac Ben Joseph Ben Chelo , a Jewish traveler , who immigrated from Andalusia in order to visit Palestine in 733-734 H / 1333 -1334 A.D and roamed in during the Mamluk period. The significance of this journey lies on the fact that it shows precious and unique information about some economical, agricultural, industrial and commercial activities which added several geographical sites to the Palestinian geographical list that have not been mentioned before. Also, it shows that the majority of Jewish in Palestine were not native and they came and immigrated from Europe and other places like France and Andalusia to settle down in Palestine .

‫6151م‬ -661 ‫229هـ/‬ -41 ‫املغربي‬ ‫الرحمن‬ ‫عبد‬ ‫د.‬ ‫واستخداماته‬ ‫ومصر‬ ‫فلسطني‬ ‫في‬ ‫البلســان‬ ‫زراعة‬ ‫البل�س�ن‬ ‫دهن‬ ‫النب�تية‬ ‫الدهـون‬ ‫من‬ ٌ ‫نوع‬ ‫منه�‬ ‫يخرج‬ ‫ال�سجريات‬ ‫هذه‬ ‫حل�ء‬ ‫جرح‬ ‫وبعـد‬ ‫الطبيعية‬ ‫أدوية‬ ‫اال‬ ‫خزانة‬ ‫�سمي‬ ُ ‫و‬ ‫نف�ذة،‬ ‫رائحة‬ ‫منه‬ ُ ‫تفوح‬ ، )11( ‫«راتنج«‬ ‫ب��سم‬ ً ‫علمي�‬ ‫رف‬ ُ ‫ع‬ . )12( ‫الطبية‬ ‫ا�ستعم�الته‬ ‫لتنوع‬ ‫قرب‬ ‫احلج�ز‬ ‫جب�ل‬ ‫يف‬ ‫وينمو‬ ،« ‫«الب�س�م‬ ‫ا�سم‬ ‫النب�ت‬ ‫لهذا‬ ‫الربية‬ ‫أ�سول‬ ‫اال‬ ‫على‬ ‫أطلق‬ ‫وا‬ ‫وال�سودان،‬ ‫أثيوبي�،‬ ‫وا‬ ‫اليمن،‬ ‫يف‬ ‫اجلبلية‬ ‫املن�طق‬ ‫بع�ص‬ ‫ويف‬ ‫املنورة،‬ ‫املدينة‬ ‫وغرب‬ ‫مكة،‬ ‫ع�س�رته‬ ‫لقلة‬ ،ً ‫جدا‬ ‫حمدودة‬ ‫منه‬ ‫الدهن‬ ‫ا�ستخراج‬ ‫عملية‬ ‫وك�نت‬ ‫أمط�ر،‬ ‫اال‬ ‫مي�ه‬ ‫على‬ ً ‫معتمدا‬ ‫ال‬ ‫أنه‬ ‫ا‬ ‫أكدوا‬ ‫وا‬ ‫امل�سلمني،‬ ‫اجلغرافيني‬ ‫بع�ص‬ ‫اجتهد‬ ‫ولذلك‬ ‫منتظم،‬ ‫ري‬ ‫توافر‬ ‫عدم‬ ‫عن‬ ‫الن�جتة‬ . )13( ‫الدهون‬ ‫من‬ ‫نوع‬ ‫أي‬ ‫ا‬ ‫ينتج‬ ‫بل�ســـم‬ ‫وم�سطلح‬ ، )14( ‫البل�سم‬ ‫ب��سم‬ ‫الع�مة‬ ‫ولدى‬ ً ‫جت�ري�‬ ‫الطبي‬ ‫الدهن‬ ‫وعرف‬ ‫الرائحـة‬ ‫ذي‬ ‫أو‬ ‫ا‬ ‫العطـــور،‬ ‫�سيد‬ ‫مبعنى‬ Botsmin ‫آرامية‬ ‫اال‬ ‫الكلمة‬ ‫من‬ ‫ا�ستـق‬ ‫رمب�‬ Balsam ‫تنتجـه‬ ‫الذي‬ ‫للدهـن‬ ‫العلمـــي‬ ‫واال�سـم‬ ‫الزكيـة،‬ )2( ‫رقم‬ ‫شكل‬ ‫ارتبطت‬ ‫عدة‬ ‫أ�سم�ء‬ ‫ب�‬ ‫البل�س�ن‬ ‫وعرف‬ ، )15( Amyris Gileadensis ‫هو‬ ‫ال�سجـرية‬ ‫هذه‬ ‫من‬ ‫البل�س�ن‬ ‫دهن‬ ‫وك�ن‬ ، )17( ‫جلع�د‬ ‫وبل�سم‬ ‫مكة،‬ ‫بل�سم‬ ‫ب��سم:‬ ‫رف‬ ُ ‫ع‬ ‫فقد‬ ، )16( ‫إنت�جه‬ ‫ا‬ ‫مبك�ن‬ ‫عالج‬ ‫يف‬ ‫الوا�سح‬ ‫أثريه‬ ‫وت�‬ ‫الطبية،‬ ‫ا�ستخدام�ته‬ ‫ب�سبب‬ ‫القدمية‬ ‫الع�سور‬ ‫يف‬ ‫الرائجة‬ ‫الب�س�ئع‬ ‫من‬ ‫ال�سالم‬ ‫عليه‬ ‫يو�سف‬ ‫�سيدن�‬ ‫أنقذت‬ ‫ا‬ ‫التي‬ ‫الق�فلة‬ ‫أن‬ ‫ا‬ ‫القدمي‬ ‫العهد‬ ‫يف‬ ‫وج�ء‬ ، )18( ‫ال�سموم‬ ‫ملكة‬ ‫بلقي�ص‬ ‫أن‬ ‫ا‬ ‫الرواي�ت‬ ‫وتذكر‬ ، )20( ‫م�رص‬ ‫إىل‬ ‫ا‬ ‫فل�سطني‬ ‫من‬ ً ‫بل�س�ن�‬ ‫حتمل‬ ‫ك�نت‬ )19( ‫اجلب‬ ‫هذه‬ ‫رعت‬ ُ ‫وز‬ ‫الهدية،‬ ‫�سبيل‬ ‫على‬ ‫وجذوره‬ ‫البل�س�ن،‬ ‫دهن‬ ‫بع�ص‬ )21( ‫�سليم�ن‬ ‫ل�سيدن�‬ ‫قدمت‬ ‫أ‬ ‫�سب�‬ . )22( ‫فل�سطني‬ ‫يف‬ ‫تك�ثرت‬ ‫ومنه�‬ ‫جدي،‬ ‫عني‬ ‫قرب‬ ‫اجلذور‬ ‫6151م‬ -661 ‫229هـ/‬ -41 ‫املغربي‬ ‫الرحمن‬ ‫عبد‬ ‫د.‬ ‫واستخداماته‬ ‫ومصر‬ ‫فلسطني‬ ‫في‬ ‫البلســان‬ ‫زراعة‬ ‫6151م‬ -661 ‫229هـ/‬ -41 ‫املغربي‬ ‫الرحمن‬ ‫عبد‬ ‫د.‬ ‫واستخداماته‬ ‫ومصر‬ ‫فلسطني‬ ‫في‬ ‫البلســان‬ ‫زراعة‬ Bellorini & Others ,Jerusalem, 1945. Sanuto.M, Secrets for true Crusaders to help them to recover the Holy 8.

The study aimed at investigating the effect of multiple intelligences based teaching on developing seventh graders' achievement in English tests in Palestine. To achieve the aim of the study, the researcher adopted the quasi experimental research design.

One way of addressing individual differences among adult learners is to identify the Multiple Intelligences of the learner. Multiple Intelligences refers to the concept developed by Howard Gardner that challenges the traditional view of intelligence and explains the presence of nine different Multiple Intelligences. The purpose of this study was to develop a valid and reliable instrument for identifying these Multiple Intelligences. Items were developed by field testing with 168 college students, and responses from 874 community college students were factor analyzed to develop a 27item indicator to identify Multiple Intelligences preferences of adult learners.

Different views have developed in regards to disobedience and sins wherein some have gone to excess, others have been negligent and there are those who are moderate. The intent of briefly mentioning these different views is to make clear the ruling on committing different types of sins according to all of the factions. Within this research we will expound upon three madhaahib: T TH HE E M MA AD DH HD DH HA AB B O OF F T TH HE E K KH HA AW WA AA AR RI IJ J A AN ND D T TH HE E M MU U' 'T TA AZ ZI IL LA AH H The Khawaarij and the Mu'tazilah view that any major sin that is committed by a Muslim, or any sin that a Muslim does not make tawbah from, renders the Muslim to reside eternally in the Hellfire. The Khawaarij however apply, along with saying that the person will reside eternally in the Hellfire, kufr to the person in the dunya. The Mu'tazilah apply neither kufr nor eemaan to the individual, rather they apply sin in the dunya to the individual. Both of these two factions use the texts that relate to the warnings and threats that are mentioned in the Qur'aan and Sunnah and for this reason these two factions have been called the "Waa'eediyyah" by the 'Ulama, due to their reliance on the texts that emphasis the threats and warnings over the texts related to promises. 1

Howard Gardner's Theory of Multiple Intelligences has provided educators with a new view of intelligence. It emphasizes that science, math and language are not the only ways to exhibit intelligence. People exhibit intelligence in many different ways. Each type of intelligence is as valuable as the others. Gardner classifies these intelligences into eight different areas: bodily-kinesthetic, interpersonal, intrapersonal, linguistic, logical-mathematical, musical, spatial and natural intelligence. This paper reviews studies done for enhancing multiple intelligences in children who are blind. It also presents findings from brain research that supports the Theory of Multiple Intelligences and their implications in the field of teaching and learning. In addition, this paper provides a guide to modify curricular activities in the glance of the Theory of Multiple Intelligences. These activities are designed to improve different talents in children who are blind such as imagination, creativity, cooperation, social skills, self reflection, linguistic abilities, critical thinking, scientific thinking and attitudes towards nature. Examples of the teaching methods that are used to enhance these talents are: cooperation learning, guided imagery, brainstorming, questioning, scientific inquiry, projects-based learning, learning cycle, and some others. Sample lesson plans are provided in this paper.